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971.
Matthew J. Irvin Thomas W. Farmer Margaret P. Weiss Judith L. Meece Soo‐yong Byun Bethany M. McConnell Robert A. Petrin 《Learning disabilities research & practice》2011,26(1):2-14
This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well‐defined postsecondary educational plans and less often aspired to complete college or pursue an advanced degree. Compared to nondisabled youth, rural students with LD were more likely to have negative perceptions of school and lower postsecondary aspirations. However, students with LD who had positive perceptions of school more often planned to pursue postsecondary education and aspired to complete college or an advanced degree. Implications for research and interventions pertaining to the educational attainment of students with LD are discussed. 相似文献
972.
We predicted that students in a sociology course that included contemplative practices (i.e., mindfulness meditation) would show an increase in performance on higher level cognitive abilities (executive functions) over the semester compared to a control group of students. Change in executive functions performance was not significantly different between the two groups. However, when looking within the meditation group, the time spent meditating predicted the amount of executive function improvement, suggesting that the amount of time spent meditating is strongly related to the level of improvement. This finding provides preliminary support for benefits of meditation for students’ higher level cognitive abilities. 相似文献
973.
974.
Vincent J. Dean Matthew K. Burns Tina Grialou Patrick J. Varro 《Psychology in the schools》2006,43(2):157-168
The purpose of this article is to examine models designed for the determination of a learning disability and compare them to specific criteria to determine whether the given diagnostic process is ecological in nature. The traditional child‐centered deficit model (CCD), Relative Achievement Discrepancy model (RAD), and Responsiveness to Intervention model (RTI) were evaluated against the following three questions: (a) Does the environmental context of the assessment adequately represent the real‐life situation? (b) Are the assessment stimuli relevant to the daily classroom activity? (c) Are the student behavior and/or required response natural and representative of the construct being assessed? The results of this examination suggested that the RTI has the most potential for ecological validity, but currently falls short. Suggestions for future research are included. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 157–168, 2006. 相似文献
975.
Dale F. Campbell Matthew J. Basham 《Community College Journal of Research & Practice》2013,37(6):541-547
Three focus groups consisting of 42 board of trustee members, community college presidents, senior administrators, and faculty members developed critical issues facing community colleges with respect to instructional planning and services; planning, governance, finance; and workforce development. Thereafter, the delegation of more than 200 voted upon the overall top critical issues. “Ask customers what they want and give it to them—create for the future,” “the first rule of business is the same as the first rule of life: adapt or die;” and “hire the right people, get them on the right seat on the bus, and keep them there” were the top three critical issues overall. 相似文献
976.
Matthew James Babcock 《Teaching in Higher Education》2013,18(4):513-523
This article explores the beneficial and sometimes unpredictable implications of a daily reflective writing exercise for introductory literature courses: the learning log. Pseudonymous samples of student writing, coupled with instructor commentary, gesture toward ways in which the learning log's continual implementation and modification foster a learning and teaching environment in which students and teachers can experience a greater degree of equality and engagement. The article draws upon in-class experiences, and student data collected between 2001 and 2006, in order to illustrate the learning log's potential to instill introductory literature courses with a sense of participatory innovation and creative democriticization. 相似文献
977.
Phil David John Birch John Batten Andrew John Manley Matthew Jeffery Smith 《Teaching in Higher Education》2013,18(6):660-672
The aim of this study was to examine the informational cues that students perceive to be influential when developing initial impressions and expectancies of a lecturer. Undergraduate university students (n = 452) were required to rate the extent to which 30 informational cues (e.g. gender, qualifications) influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third party reports (TPR), communication skills (CS), nationality/ethnicity (NE) was extracted. Inspection of mean scores identified that students rated TPR (e.g. teaching experience) and CS (e.g. speed of speech) to be influential factors in forming initial impressions and expectancies of a lecturer. The findings identify the potential for expectancy effects within student–lecturer interactions. 相似文献
978.
Bob Matthew 《International Journal for Academic Development》2013,18(2):134-141
Abstract This paper will outline the Gestalt cycle, (Perls, 1947) used as the basis for modelling the process of Gestalt therapy and counselling. Then we will go on to describe how it (Gestalt) can be used as a way of understanding organizational processes and culture. For staff developers to be effective in influencing the organizations in which they work they have to be able to make appropriate interventions. The necessary skills and attributes required of a staff developer operating in a Gestalt role will be discussed. Gestalt offers one model that can help the staff developer decide what interventions are appropriate when and why. The paper will then move on to look at what happens if an organization gets stuck at any point in the Gestalt cycle and what this will feel like for employees and students. We will then offer intervention strategies for moving the organization on round the cycle. Finally we will draw some general conclusions about how staff developers have a key role in helping universities cope, manage and adapt in these times of rapid change in Higher Education. 相似文献
979.
Matthew T. McBee 《Roeper Review》2013,35(1):52-58
The field of education, including gifted education, suffers from a communication breakdown between classroom‐based practitioners and university‐based researchers. Research results often do not make it to the classroom where they can improve practice. This article reviews the literature regarding teacher‐performed research and argues that equipping teachers to perform their own research either individually or in collaboration with university researchers is one way to enrich teachers’ knowledge and improve classroom practice. 相似文献
980.
Through qualitative interviews, the authors examined the experiences of six gifted high‐achieving university students to understand the factors that allowed the students to continue on their paths to success. The participants in this study revealed a number of issues that were central to their motivation upon arriving at the university. These issues included independence from family, fitting into a social network, the desire to overcome challenges in their lives, internal will, and a need to earn recognition. Our findings should help direct the development of special programs by university educators who are dedicated to meeting the needs of gifted college students. 相似文献